Exploring London's LGBT+ Lives
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Exploring London’s
LGBT+ Lives
The Museum of London’s collections reveal
historical evidence that people with LGBT+
identities have lived in London since the city’s
origins, although they are unlikely to have identified
with the terms ‘LGBT+’.
Listed below are frequently asked questions about
our LGBT+ schools resources. If you have a question
that isn’t answered, email the Museum of London
secondary schools team via
learning@museumoflondon.org.uk.
Have the words ‘lesbian’, ‘gay’, ‘bisexual’
and ‘trans’ always been used?
No. Language has changed over time. Before
the 20th century, these and other terms, were
hardly ever or never in use. Today we may
view historic Londoners as part of the
LGBT+ community, but in the past, they Why is LGBT+ history
may not have identified with this
terminology. difficult to uncover?
The stigma surrounding these identities throughout
Why does the Museum history meant people often lived in secrecy and fear.
of London use the word ‘queer’? This is largely because, in English law, it was once
illegal for men to be gay. Lesbianism has never been
In academia, ‘queer’ is used as a catch-all phrase illegal, but has been marginalised and remained
to mean the LGBT+ community. As an academic hidden, as have other LGBT+ identities.
organisation, the Museum of London uses the
word ‘queer’ in some resources in this academic
sense. In the broadest sense, ‘queer’ encapsulates
Why aren’t there more objects which
those who feel that they don’t neatly fit into any tell the stories of LGBT+ people from
of the LGBT+ letters. However, each queer person Black, Asian and Minority Ethnic
has their own view of the word’s meaning (BAME) backgrounds?
and not everyone feels
People from BAME backgrounds are often missing
comfortable with the
from conversations around LGBT+ people in British
term, as historically
history. This is not due to a lack of stories and
it has been used
experiences to tell, but because of issues with how
homophobically.
records have been made and kept. Most LGBT+
people who recorded their experiences came
from privileged, wealthy, and white backgrounds.
Historically, people from BAME backgrounds in
Britain weren’t often in privileged enough positions
to record their stories in a lasting way, and so
many of them have been lost.
Which time periods and subjects
feature in our LGBT+ resources?
Our LGBT+ resources focus on five key
objects, covering:
• Roman London
• Medieval fashion and religion
• Victorian literature and performance
• The Suffragettes
• Music
We have chosen not to include objects and
stories from the mid-late 20th century as
many individuals are still alive.
How can I start a conversation?
On the following pages we have provided two
lesson starters. You could:
• Read each description aloud and ask students
to note down which word fits the definition
• Print the chronology resource for your students
to complete by matching the events and dates.
These lesson starters can be used as starting points
to discuss the following concepts:
• LGBT+ history stretches back to the
Roman period
• Enormous change has occurred during the
20th century
• Today’s terminology has only been used
very recently Further resources for discussion
• Individuals have the right to self-identify Collections Online
and everyone will have a different relationship
with the words that they choose Films: London’s Queer Objects
to identify themselves with. youtube.complaylist?list=PLcUgvdvJPCKcM9U2Xb
Bbgtyw3Kd46seZb
Blog: Hidden Pride: London’s LGBT history:
museumoflondon.org.uk/discover/london-pride-
london-lgbt-history-gay-rights
Blog: The Royal Vauxhall Tavern: charting an iconic
LGBTQ venue:
museumoflondon.org.uk/discover/new-plan-royal-
vauxhall-tavern
Blog: Night Flowers: stunning portraits of London’s
alternative club scene:
museumoflondon.org.uk/discover/night-flowers-
stunning-portraits-londons-queer-club-scene
Lesson starter
Terminology
Below are some key definitions related to LGBT+ lives*.
LESBIAN
A woman who has a romantic and/or sexual attraction
towards women. Some non-binary people may also
identify with this term.
GAY
A man who experiences romantic and/or sexual
attraction to other men. Sometimes also used by women
who are attracted to women in place of the term lesbian.
Some non-binary people may also identify with this term.
BISEXUAL
Used to describe a romantic and/or sexual orientation
towards more than one gender.
TRANS
An umbrella term to describe people whose gender is
not the same as, or does not sit comfortably with,
the sex they were assigned at birth.
QUEER
A term used by those wanting to reject specific labels of
romantic orientation, sexual orientation and/or
gender identity.
It can also be a way of rejecting the perceived norms of
the LGBT+ community (racism, sizeism, ableism etc).
Although some LGBT+ people view the word as a slur, it
was reclaimed in the late 80s by the queer community
who have embraced it.
*A full glossary of terms, including the above, can be found on the Stonewall website.
Lesson starter
Chronology
Match the dates and events below together to put them in the right order.
DATE EVENT
AD 122 London’s Gay Liberation Front is founded.
14th century Croydon-born Roberta Cowell becomes the first (known) British trans
woman to undergo reassignment surgery.
1533 Gay’s the Word, opened in 1979 as London’s first bookshop specialising
in gay and lesbian literature, is raided by Customs and Excise.
18th century Emperor Hadrian visits Roman London where male relationships are
common. Later, he meets Antinous, his young, male Greek lover.
1835 Offences Against the Person Act replaces the death penalty with
a prison term for sexual acts between men.
1861
Section 28 of the Local Government Act prohibits local authorities from
teaching or publishing about homosexuality.
1885
The Buggery Act makes any sexual relationships between people of the
same sex punishable by death.
1895 ggery Act makes any sexual relationships between peop
Section 28 is repealed in England, Wales and Northern Ireland.
1951 The Buggery Act makes having any type of sex which is seen as against
the ‘will of God’ punishable by death. Although not specified, this
would have included sex between two men.
1967
The London Pride parade attracts around 25,000 people and is
continuing to grow.
1970
The last men to be sentenced to death for homosexual acts are
hanged in front of Newgate Prison.
1972
Molly houses – taverns where men could have sexual liaisons with other
men – spring up across London.
1984
London’s first Pride march.
1988 The legend of Wilgefortis – a bearded female Christian saint –
reaches London.
1981 Oscar Wilde is sentenced to two years hard labour for gross indecency.
The Sexual Offences Act decriminalises sex between two men
over 21 and ‘in private’.
2003
Section 11 of the Criminal Law Amendment Act 1885, commonly
known as the Labouchere Amendment, makes severe punishments for
2014 same-sex desire and love more widely enforceable.
© Museum of London February 2021
London’s LGBT+ History
Key Moments Emperor Hadrian
visits Roman London,
where male relationships
are common. The following
year he meets Antinous,
AD 122 a young Greek man, who
becomes his lover. ID: 82.8/7*
The Buggery Act
makes having any type ID: 77.63**
of sex which is seen as
against the ‘will of God’
punishable by death.
Although not specified, The legend of St Wilgefortis –
this would have included 1533 a bearded female Christian 14th century
sex between two men. saint – reaches London.
ID 39.132* ID: 74.418/1**
‘Molly houses’ – Offences Against The Labouchere
taverns where men The last men to be the Person Act Amendment makes Oscar Wilde is
could have sexual sentenced to death for replaces the death punishment for sentenced to
liaisons with other homosexual acts are penalty with a prison same-sex desire 2 years hard
18th century men – spring up 1835 hanged in front of 1861 term for sexual acts
between men.
1885 more widely
enforceable.
1895 labour for gross
across London. Newgate Prison. indecency.
Croydon-born
The Sexual Offences Roberta Cowell becomes
London’s Gay Act decriminalises sex the first (known) British
London’s first 1972 Liberation Front 1970 between two men over 1967 trans woman to undergo 1951
Pride march. is founded. 21 and ‘in private’. reassignment surgery.
ID:2007.1/27* ID: 2006.31/41*
ID: 2006.107/12*
‘Gay’s the Word’, Marriage (Same-Sex
opened in 1979 as Section 28 Couples) Act comes
London’s first bookshop Section 28 of the Local is repealed into effect, allowing
specialising in gay and Government Act prohibits London’s Pride parade in England, same-sex couples the
lesbian literature, is local authorities from attracts around 25,000 Wales and opportunity to get
1984 raided by Customs 1988 teaching or publishing 1991 people and continues 2003 Northern 2014 married in England
and Excise. about homosexuality. to grow. Ireland. and Wales.
* Visit museumoflondon.org.uk/collections and search these ID numbers to discover These are a small selection of landmark moments which are
* more about these objects and their connection to London’s LGBT+ history important to London’s LGBT+ community through time.
** When this timeline was created these objects were not yet on the museum’s
** Collections Online catalogue © Museum of London February 2021
What does Emperor Hadrian’s
preference for male same-sex
relationships reveal about the
attitudes of Roman Londoners?
Object in focus
Head of Emperor Hadrian, early 2nd century
What is it?
This replica bronze head, found in the River Thames in 1834, was
once part of a slightly larger than life-sized statue of the Roman
Emperor Hadrian (reigned AD 117-138).
Although most famous for Hadrian’s Wall in Northern England, Hadrian
also made a mark on Roman London (Londinium), which was a thriving
city and a beacon of Roman power at the time of his reign. His visit to
Britain in AD 122 prompted a programme of rebuilding, with the new
Forum and Basilica becoming the largest the Romans had ever built
north of the Alps.
The statue would have been put up in a public space like a forum to
celebrate his visit. This was probably the new Forum, but since the head
was found in the River Thames, it could have been on the approach to
the bridge that the Romans constructed over the river.
Bronze head of Emperor Hadrian,
The original is at the British Museum. 2nd century
Why is it related to LGBT+ history?
When Hadrian visited Londinium in AD 122, his entourage is likely to have included
young men with whom he was openly intimate. This would not have shocked his
contemporaries as, although during the Roman period there was no word for
homosexuality as we conceive it today, sexual relationships between men
were common.
Hadrian may have been gay in the modern sense of being only attracted to other
men, rather than being bisexual which was relatively common in the Roman world.
Certainly, what made him stand out most amongst other emperors was the uniquely
public show of adoration which he lavished upon one male lover – Antinous.
Hadrian probably met Antinous – a Greek youth– just after his trip to Londinium.
They became lovers but Antinous tragically drowned in the River Nile. Hadrian,
heartbroken, flooded the Roman world with Antinous’s image, dedicating shrines
and idols to him in the same way that the Romans did to their gods. He even named
a new Egyptian city – Antinoopolis – in his honour.
Today we might refer to London’s LGBT+
community. It’s important to remember this is Further information
modern terminology that that would not have
been used during the Roman period. Blog: Uncovering LGBTQ Londinium
museumoflondon.org.uk/discover/lgbtq-roman-london
Lesson starter
Here is a suggestion for a short activity to get your class started with this topic.
It should take students no more than 15 minutes.
Use your whiteboard to display an image showing the bronze head of the
Emperor Hadrian statue. You might want to introduce him as a Roman Emperor,
but not reveal anything else.
Then, ask students to work in pairs to answer the following question.
They’ll only need a couple of minutes.
What words would you
associate with this image?
Students may consider wealth, childhood, appearance, job or
background. Alternatively, you could focus on it as an object
and think about materials, weight, artistic style or size.
When everyone has given feedback, reveal that Emperor
Hadrian was also:
responsible for a huge programme of
improvements and building works
in Roman Londinium
a husband, married to a woman
whom he treated with respect
known for having acceptable
affairs with young men
known for openly showing
his affection for one young
man – Antinous
would not have referred to
himself as ‘queer’ or ‘gay’
Model of London’s new Forum and Basilica, one of the huge building projects
associated with Hadrian’s visit to Britain in AD 122
We’ve created a suite of resources on London’s LGBT+ History, just for you.
Discover these and other resources for secondary schools on our website:
museumoflondon.org.uk/schools/learning-resources © Museum of London October 2020
How can shoes worn
in the medieval period
provide information about
London’s historic LGBT+
community?
Object in focus
Shoe, late 14th century
What is it?
These slightly ridiculous-looking shoes were the height of
fashion from around 1370s to 1400, and then again in the Pointed poulaine shoe,
mid 15th century. They are known as ‘poulaines’, late 14th century
or Polish shoes.
Some of the shoes in the Museum of London
collection have points extending over 10 cm
beyond the toe.
Why is it related to
LGBT+ history?
These pointed poulaine shoes are just one example of the ways in which people
in the past may have used their dress to indicate hidden LGBT+ identities.
As with many fashion movements before and since, this new trend was a
controversial one to some. The church associated extravagant fashions, and
pointed shoes in particular, with alternative or deviant sexualities and ‘sodomy’-
a catch-all term for any sex considered non-standard at that time.
The idea of using fashion signifiers to advertise a sexuality which is considered
deviant by society is a familiar one for the LGBT+ community. While we may
see rainbow flags and other symbols of the community every day in modern
London, in the past this was not so overt.
Further information
Today we might refer to London’s LGBT+
Blog: Satan’s Claws: pointy shoes & sodomy
community. It’s important to remember this is in medieval London
modern terminology that that would not have museumoflondon.org.uk/discover/
been used during the medieval period.
lgbt-london-stories-pointy-shoes-and-sodomy
Lesson starter
Here is a suggestion for a short activity to get your class started with this topic.
It should take students no more than 15 minutes.
Clothing, accessories, hairstyles and symbols are used by all of us as indicators
of our identities.
Split your class into small groups. Ask your students to think of a famous person,
or provide them with images of famous Londoners, for example:
DAVID BOWIE STEPHEN FRY
musician actor, comdian and writer
MOIRA STUART
KATE MOSS presenter and broadcaster
STORMZY model
musician
QUEEN ELIZABETH II
DINA ASHER-SMITH queen
olympic sprinter
STEVE McQUEEN
filmaker
NADIYA HUSSAIN
chef and presenter
Their task is to note down or share any aspects of that person’s
clothing, hair or accessories that tell us something about their
lifestyle or identity.
If you have time, why not ask students to think about an item
of clothing that they like to wear and invite them to consider
how that piece of clothing relates to their own identity?
• Does it have any motifs, words or symbols?
• Do the colours have a particular relevance?
• Are their clothes from a particular culture?
• Would they choose not to wear it in particular
circumstances? Why?
You may want to ask students to share their thoughts
or keep them private.
We’ve created a suite of resources on London’s LGBT+ History, just for you.
Discover these and other resources for secondary schools on our website:
museumoflondon.org.uk/schools/learning-resources © Museum of London October 2020
What can we discover
about identity in medieval
London from the tale of the
bearded female saint?
Object in focus
Pilgrim badge, late 14th-early 15th century
What is it?
The Museum of London hosts a huge collection of medieval
pilgrim badges, which were purchased by Christians at holy sites
dedicated to God and the saints of the Christian Church. They were
believed to protect the wearers from harm and to heal the sick.
These badges often depicted saints or other religious icons. Experts have
recently identified the depiction on this late 14th – early 15th century
badge as one of Christ. However, originally, it was thought to be a
representation of the bearded female saint, Wilgefortis.
Why is it related to LGBT+ history?
The legend of St Wilgefortis seems to date to 14th century Portugal.
She is said to have been a princess who converted to Christianity and Late 14th – early 15th century
took a vow of virginity. When her pagan father tried to force her to marry pilgrim badge depicting Christ
the King of Sicily, she prayed to God to save her, and, on the day of her
wedding, she woke to find that God had blessed her with a fully grown beard.
When the groom saw this, he called off the wedding, but Wilgefortis’ father
was so angry that he crucified her. Having been slain for her devotion to
God, she became a martyr of the Christian faith.
Idols and statues cropped up across Europe of a person being crucified,
wearing a dress and boasting a full beard. St Wilgefortis, who disrupted the
idea of the gender binary, had become an iconic religious idol who was
celebrated by the medieval Christian Church, rather than being the
target of criticism.
St Wilgefortis was worshipped by unhappily married women, or those who
did not wish to marry at all. It wasn’t until the 16th century that the clergy
tried to suppress her story and image.
Further information
The Museum of London has an internationally
Today we might refer to London’s LGBT+
important collection of medieval pilgrim souvenirs.
community. It’s important to remember this is Discover more on our website:
modern terminology that would not have collections.museumoflondon.org.uk/online/
been used during the medieval period.
group/19998.htmlLesson starter
Here is a suggestion for a short activity to get your class started with this topic.
It should take students no more than 15 minutes.
Use your whiteboard to display an image of the pilgrim badge. Give students a
couple of minutes to consider the following question on their own:
What words would you
associate with this image?
Pilgrim badges were precious symbols of a holy journey.
Pilgrims displayed them on their cloaks and hats to show pride
in the connection they had to their Christian faith.
You could use this to introduce how St Wilgefortis – a person
who breached strictly defined medieval gender binaries – was
sometimes used as a precious symbol by medieval women
who wished to challenge the norm by remaining unmarried.
Now ask students to choose an object, symbol or
image which they believe represents their identity.
There are lots of ways in which you could address
this, for instance:
A group discussion
Students could draw the symbols/objects which
relate to them
Make a display of objects brought in by the
students. Each student could write a ‘museum
label’ to accompany their object.
The Museum of London collection contains many medieval
pilgrim badges, including this one depicting St Thomas Becket
We’ve created a suite of resources on London’s LGBT+ History, just for you.
Discover these and other resources for secondary schools on our website:
museumoflondon.org.uk/schools/learning-resources © Museum of London October 2020How did Oscar Wilde’s
personal life influence the
plot and performances of his
play The Importance of
Being Earnest?
Object in focus
Theatre programme for The Importance of Being Earnest, 1895
What is it?
Oscar Wilde was an Anglo-Irish novelist,
playwright and a celebrity in late 19th century
London. This is a theatre programme for
the first performance of his play called
The Importance of Being Earnest at St James’s
Theatre on 14 February 1895. The programme
includes the full cast list and general
information about the theatre. The Importance
of Being Earnest was Oscar Wilde’s fourth
West End hit in only three years.
The plot of the play revolves around the
mischief caused by Algernon Moncrief and his friend Jack Worthing
as they both lead ‘double lives’ and invent characters to justify how they act Theatre programme, 1895
when in the respectable country, or the thrilling society of London.
Why is it related to LGBT+ history?
The Importance of Being Earnest was a huge success until Wilde was embroiled
in a scandal. Despite being a popular and talented playwright, he was not
protected from Victorian laws which forbade and condemned homosexuality.
From 1891, Oscar Wilde had an affair with Lord Alfred Douglas. In 1895, Douglas’s
father, the Marquis of Queensbury, discovered the affair and accused Wilde of
homosexuality. In turn, Wilde sued the Marquis for libel. The resulting court
case quickly turned into one against Oscar Wilde’s homosexuality, and the
scandal forced The Importance of Being Earnest to close as theatre goers
stayed away in disgust. During the case, Queensbury revealed love letters
which Wilde had sent to his son and read out homoerotic passages in his works,
leading Wilde to be sentenced to two years of hard labour for gross indecency.
Today we might refer to London’s LGBT+
Further information
community. It’s important to remember this is Object entry: The Importance of Being Earnest
modern terminology that that would not have collections.museumoflondon.org.uk/online/
been used during the Victorian period.
object/67347.htmlLesson starter Here is a suggestion for a short activity to get your class started with this topic. It should take students no more than 15 minutes. Present your students with a brief summary of The Importance of Being Earnest, focusing on the aspect of ‘double lives’. In what ways could Jack and Algernon’s behaviour reflect Oscar Wilde’s own experiences? Students might consider these questions: The play isn’t about being earnest (honest) at all, but instead about two men who are lying about a character called ‘Ernest’ in order to lead double lives. How much does the title reflect Wilde’s own life? Homosexuality was viewed as deviant in the 19th century. Like Jack and Algernon, gay men had to hide aspects of their lives. How can this context add to your understanding of the play? Oscar Wilde hid his relationships with men from public view until they were revealed by someone else. How is this similar to the characters in the play? Wilde was married while having his affair with Douglas. Does this count as a double life? Why? Jack and Algernon’s secrets lead to a positive outcome. Can the same be said for Wilde? If you have more time, you could also link this to other works of Wilde, or those referred to in the trial. For example: • During Wilde’s trial it was claimed that the premise of The Picture of • Dorian Gray (1890), where an older artist is attracted to the beauty of • A younger man whose portrait he paints, has homoerotic undertones • Lord Alfred Douglas had written a poem called ‘Two Loves’ in 1892, • the last line of which reads ‘The love that dare not speak its name’. • This was presented as evidence during Wilde’s trial as a reference • to their secret relationship. We’ve created a suite of resources on London’s LGBT+ History, just for you. Discover these and other resources for secondary schools on our website: museumoflondon.org.uk/schools/learning-resources © Museum of London October 2020
How can we use a photograph
to explore the identity of the
composer and Suffragette
Ethel Smyth?
Object in focus
Photograph of Ethel Smyth, May 1913
Who was Ethel Smyth?
Ethel Smyth was an accomplished classical composer of the
early 20th century, who dedicated two years of her life to the
Suffragette movement, which campaigned for women to be
allowed to vote in parliamentary elections. One of her most
significant contributions to the campaign of the Women’s
Social and Political Union (WSPU) was the well-remembered
marching song, ‘The March of the Women’, the original sheet
music for which is in the Museum of London collection.
Despite her father’s protests, Ethel studied composition and
symphony from a young age and, in 1922, she became the first
Portrait photograph of Ethel Smyth, 1913
woman to receive a Damehood for her contribution to the field.
Why is it related to LGBT+ history?
Ethel Smyth had many confirmed relationships with women
throughout her life and some references to them have been
found in her writing, including a relationship with the
ex-Empress of France. Smyth also had a relationship with a
man named Henry Brewster, although she confided to him
that it was ‘easier for me to love my own sex passionately,
rather than yours’.
It is important to recognise that the term ‘lesbian’, though
referred to as early as 1893, did not popularly circulate until
long after some women gained the vote in 1918, and so we
shouldn’t use this language to describe Smyth.
Cover of sheet music for ‘The March of the Women’,
composed by Ethel Smyth with words by
Cicely Hamilton, 1911
Today we might refer to London’s LGBT+
Further information
community. It’s important to remember this is Collections in Focus: The Suffragettes
modern terminology that that would not have collections.museumoflondon.org.uk/online/
been used at the beginning of the 20th century.
group/18146.htmlLesson starter Here is a suggestion for a short activity to get your class started with this topic. It should take students no more than 15 minutes. Use your whiteboard to display the photograph of Ethel Smyth. It can be found with further information here: collections.museumoflondon.org.uk/online/ object/294232.html You might want to introduce her as a Suffragette, but not reveal anything else. Then, ask students to work in pairs to answer the following question. They’ll only need a couple of minutes. What words would you associate with this image? Students may consider Ethel’s wealth, childhood, appearance, job or background. You could focus on the photograph as an object and think about artistic style, its potential purpose, size and Ethel’s pose. When everyone has given feedback, reveal that Ethel Smyth was also: A renowned composer The first woman to receive a Damehood for her contribution to the field of symphony Known for having passionate affairs, often with women A Suffragette Sentenced to two months in prison for window breaking for the votes for women cause in 1912 A good friend of Emmeline Pankhurst. Emmeline stayed in her Woking home whilst recuperating after a hunger strike in 1913. We’ve created a suite of resources on London’s LGBT+ History, just for you. Discover these and other resources for secondary schools on our website: museumoflondon.org.uk/schools/learning-resources © Museum of London October 2020
You can also read
